Principal Brian Lyons is a presence among the students at Murphy’s McMillen High School. In his first year leading the campus, Lyons has found that success comes not from “grand, sweeping changes” but in a million details. (Photos by Nathan Hunsinger/The Dallas Morning News)

MURPHY — Principal Brian Lyons wiped away sweat from the mild fever threatening to surface as the end of the school year barreled toward him.

But he wasn’t worried. Surrounding him in the library were fellow administrators and even students to help him introduce new parents to McMillen High School. In his first year leading the campus, Lyons has learned he doesn’t always have to carry the load alone.

“It’s not about coming in and making grand, sweeping changes,” he said. “Obviously, there will be some things you just can’t live with and have to take head-on. But work with those people on your campus who are the change agents in the building. At the end of the day, it’s really moving from good to great.”

Being a school leader means relying on a support network of administrators, colleagues, teachers, parents and students who work as a team. Such a support structure is a critical factor in whether a principal flourishes, according to a study to be released by the Bush Institute on Monday.

But too often, districts want someone to come in and defy all odds — in a short amount of time with unmanageable workloads — to be successful, said former U.S. Education Secretary Margaret Spellings. That usually isn’t realistic, she said.

“That’s not a strategy, to expect Superman to swoop in,” said Spellings, who now oversees the George W. Bush Presidential Center that includes the institute. “We have to be more tactical than that.”

In January, McMillen High School principal Brian Lyons observed students Wyatt Proctor and Sarah Nohrenberg practice sign language. For decades, school districts offered little ongoing training to new principals, but Plano ISD has a leadership academy to support first-year principals.

Whirlwind year

Most of Lyons’ days this year were an orderly chaos of juggling student issues, meeting with parents, evaluating staff, facing budget challenges and implementing a new state law that overhauled secondary education in Texas.

For the most part, the workload was manageable, the 39-year-old Lyons said. He still found time to attend his son’s football games, go on walks with his wife and oversee the building of a new house.

“I’ve always considered myself a patient person, but my patience was definitely challenged,” he admitted. “I love it, but again I want to be able to be everything for everyone to make sure everyone gets the best service from me.”

So he had to prioritize. That meant keeping academic concerns at the forefront. The Plano school district typically outpaces its peers across the state. But like others across Texas, the district — and McMillen — struggled on the state’s new writing tests.

Lyons and staff focused on new approaches, such as having social studies teachers working with the English department to incorporate writing activities into lessons. This summer, Lyons and his teachers will spend time analyzing what worked and what didn’t.

Lyons tried not to let testing pressures take over the campus. Instead, the staff focused on showing students where they started and how far they’ve come.

But still, state test scores carry a lot of currency in determining accountability standards and a school’s image.

“Unless the state changes things, [Texas] is going to keep retesting until your heart’s desire,” Lyons said. “So we’re going to do whatever we can so that it’s not so demoralizing for kids.”

McMillen is one of the more economically diverse campuses in the district. Some students are homeless or live in homes where they have to be the parent. Like many principals, Lyons wishes he had more staff and resources to help those most in need.

But schools run on tight budgets, mostly based on enrollment. And as Plano ISD expanded its offerings with three new academy high schools this year, McMillen lost about 150 students to those options. And that meant losing teachers.

Lyons was able to work with district officials to restore some fine-arts teachers who were to go to half-time positions. But still, he had to tell five teachers in other departments that they were to be reassigned elsewhere in the district.

Academically, Lyons knows students won’t see any impact, since class sizes will remain the same.

“But you’re losing teachers that do more than just teach,” he said. “They’re a presence on the campus. They’re involved. They volunteer. They’re leaders. You can replace a teacher with a warm body, but you can’t minimize the cultural impact it has on a school when you lose one.”

Lyons checks in with Curran Baker during a computer class. The new principal has established an advisory panel made up of students and started “power hour” meetings with parents.

Range of skills

Some say nothing can truly prepare a person for the principal’s post. The job requires people skills, stamina, immense flexibility and being ready for the unexpected.

Lyons’ year, for example, included his first musical performance as students urged him to take part in the school’s production of Grease.

For decades, districts offered little ongoing training to new principals. Not because they didn’t want to but because more pressing needs often took precedence, said Archie McAfee, executive director of the Texas Association of Secondary School Principals.

“People are realizing more and more the reach school principals have,” said McAfee, who himself is a former Plano principal. “If you’re going to rely on that research that says someone who is a quality leader in that position is highly effective, then it’s counterproductive to not make sure they are supported.”

Nationwide, more focus is being placed on recruiting quality principals and providing intensive training opportunities.

Many districts have their own training programs. Plano, for example, has administrative interns who spend a year working with assistant principals and principals before moving up the ranks.

And then there are external groups like Raise Your Hand Texas. That nonprofit has sent more than 500 principals from across the state through a leadership program at the Harvard Graduate School of Education and provides ongoing professional development. David Anthony, who oversees Raise Your Hand Texas, said improving just one principal can affect thousands of students over the course of that educator’s career.

The Bush Institute has a network of 28 partners in 15 states in its Alliance to Reform Education Leadership, or AREL, to provide principal training programs. And now the institute is about to commission further research as little exists focusing on principals’ issues, such as what makes a good principal and what drives them out of schools.

“What’s been interesting as we’ve delved into this is how much we don’t know,” Spellings said. “American businesses couldn’t run without understanding leadership and investing heavily into it.”

In May, freshmen Amy Armstrong (left) and Sydney Nelson talked to their principal about forming a bullying support and prevention group. Lyons looks forward to helping McMillen High, only 3 years old, establish traditions to become an integral part of the community.

Someone to talk to

At times, when Lyons has felt overwhelmed, he had someone to turn to for advice and guidance.

Plano has its own leadership academy that meets monthly and is designed to support first-year principals by going over issues like special-education laws, technology in schools, student data and how to have crucial conversations with teachers and parents.

Sharing with other new principals and seeking advice from his mentor — another campus leader within the district — was critical this year, Lyons said.

“The principal’s chair is a lonely chair,” he said. “Sometimes, you only can talk about it with the person who is going through it with you.”

But Lyons said that shouldn’t scare dedicated people away from the job.

Now he looks forward to helping McMillen, only 3 years old, establish traditions to become an integral part of the community.

In fact, after crisscrossing the country with his family in recent years, Lyons is ready to settle here. Texas feels like home for the Wisconsin native.

Parent Shelly Pierce is among those who is glad he’s here. Lyons implemented regular “power hour” meetings with parents and social media updates regarding ongoing concerns and events. He’s also established a principal’s advisory committee made up of students.